To supply the health care service has to possess plenty of professional medical knowledge. However, consumers cannot learn sufficient information from the health care market. As a result of unequal position in obtaining information, it is easy to create intenseness between doctors and patients. Patients need to know more about anesthesia and illness to relieve their anxiety. Based on the patient-centered idea to enhance medical service quality, this research expects to discuss the influence of the involvement of the education about preoperative anesthesia on hospitals¡¦ service quality through establishing appropriate anesthesia teaching videotapes. Then, the research tries to connect patients¡¦ satisfaction and their intend to return with the quality of hospitals¡¦ service. The research method is experimental, and the objects of this research are surgical inpatients from one medical center including 219 people in the test group who accepted introduction to preoperative anesthesia and 125 people in the comparative group who were taken care as usual. Some tools such as demography characteristic recording list, disease characteristic recording list, modified PZB (SERVQUAL) scale, satisfaction questionnaire from THIS¡]Taiwan Healthcare Indicator Series¡^and SPSS10.0 software were used to develop descriptive statistic analysis, item analysis, factor analysis, and one-way ANVOA and regression analysis. The results of this research appear as followed: 1. The recognition of hospitals¡¦ service quality has a positive influence on patients¡¦ satisfaction. 2. Patients¡¦ satisfaction has a positive influence on their intend to return. 3. The recognition of hospitals¡¦ service quality has a positive influence on patients¡¦ intend to return. 4. Patients¡¦ satisfaction produces an intermediary effect on the relationship between the recognition of hospitals¡¦ service quality and patients¡¦ intend to return. 5. The education about preoperative anesthesia produces no interference with the relationship between the recognition of hospitals¡¦ service quality and patients¡¦ satisfaction. 6. The education about preoperative anesthesia produces partial interference with the relationship between patients¡¦ satisfaction and their intend to return.

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The purpose of this study was to describe the relationships between the learning styles and demographic characteristics of student registered nurse anesthetists (SRNAs) and certified registered nurse anesthetist (CRNA) clinical instructors in nurse anesthesia education programs (NAEPs). The demographic characteristics of age, gender, highest degree held, years of registered nurse experience, registered nurse specialty, years of critical care nursing experience, months of nurse anesthesia training, and number of anesthesia cases completed were analyzed for the students. The demographic characteristics of age, gender, highest degree held, years of registered nurse experience, registered nurse specialty, years of critical care nursing experience, years of nurse anesthesia experience, and years of nurse anesthesia teaching experience were analyzed for the instructors. The participants of the study consisted of a purposive sampling of 221 students and 216 instructors. Data were collected by mailing the Kolb Learning Style Inventory and the demographic information sheet to the program directors of each NAEP who agreed to participate in the study. The response rate was 56.12% for the students and 42% for the instructors. The number of usable responses was 124 student nurse anesthetists and 90 nurse anesthesia instructors. Frequency distribution tables were used to display the number of students and instructors having each of the four learning styles. The mean and standard deviations were calculated in order for the learning dimension scores to describe the overall learning styles of both students and instructors. The relationships between the learning styles and demographic characteristics were measured by the Chi-square and Phi correlation statistics. The overall learning styles were assimilator and converger for the students and assimilator for the instructors. No statistically significant relationship were identified between learning styles and each of the eight demographic characteristics for both the students and instructors. Thus, the researcher recommends a longitudinal study of the learning styles of SRNAs and CRNA clinical instructors using a larger, more representative group in different geographical locations to enhance learning in the clinical setting. / Ph. D.

The purpose of this grounded theory study is to define the process that nurse anesthesia program administrators use to determine if a student nurse anesthetist’s unsatisfactory clinical performance warrants intervention by the program. There is little room for error in anesthesia practice as mishaps typically result in significant injury and death. Students who exhibit unsatisfactory clinical performance may pose an immediate risk to patient safety as well as a future risk if allowed to progress in the program. The lack of guidance in the form of clearly articulated expectations and processes contribute to the emotional strain nurse anesthesia faculty and administrators experience when observing unsatisfactory clinical performance. From the data collected in the interviews with ten nurse anesthesia program administrators, a five-phase decision-making model entitled the Nurse Anesthesia Program Administrator Decision Making Model was developed. The five phases of the model include: receiving the feedback, validating the concern, assessing accountability and planning for remediation, removing the student from clinical training and moving to dismissal, and notifying the student of the decision. The guiding principle of this model is the importance of following institutional and program policies throughout the process. This study is intended to provide guidance to nurse anesthesia program administrators who are faced with a student demonstrating unsatisfactory clinical performance regarding what behaviors may require an intervention by the program.